Parental Interventions for Oppositional Defiant Disorder Children Essay

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Parental Interventions for Oppositional Defiant Disorder Kids

Oppositional Defiant Disorder is characterized by irritability and anger among children. Such children also tend to be argumentative, defiant and vindictive towards anyone with authority over them. Their conduct is an impediment towards the normal daily activities expected of them. There is a lifetime prevalence of ODD that has been measured to stand at about 11% of the population in general. The ODD symptoms are apparent as early as 8 years. It has been established that about 70% of all children suffering from ODD no longer show symptoms of the condition at the age of 18 years. It has also been observed that only a small number of the group proceeds to develop antisocial conduct in adulthood. The disorder elicits a multifactorial basis for its existence. There is proper documentation that points at parenting styles, heredity and other psychosocial factors in the development of ODD. Other studies have also highlighted the role that changes in the structure of the anatomy, plays in the incidence of ODD (Graham, 2018).

It has been shown that ODD responds to therapy. The recommendations on how to treat it are based on the age of the patient. The younger patients are reported to respond best when they are placed under parent management training. Children in middle school have been found to respond best to Cognitive Behavioral Therapy. Adolescents at advanced age are placed under a multimodal programs informed by social learning. There are some classes of medicines that have proved to mitigate the ODD condition; even though he FDA is yet to permit any specific drug for the treatment of the disease (Graham, 2018).

ODD treatment entails the deployment of family members in its execution. It may incorporate a range of psychotherapy and training programs for both the child suffering from the condition along with the parents. The treatment of ODD could take a couple of months or more. Treatment of co-occurring illnesses must be prompt and urgent since they may make the ODD worse if they are not treated in good time (Mayo Clinic, 2018). Some interventions that have been found to work include

· Training in Parenting

A professional in mental health and one that has had experience in handling ODD could help a parent to develop skills of parenting that could help them to avert the ODD condition. In some instances, the child may be incorporate into the training program so as to empower as many people in the family on how to handle the child concerned and even how such children can deal with parents and others of authority around them.

· PCIT,

Also called Parent Child Interaction Therapy, in full, is applied by coaching the parent even as they interact with their children. In one of the methods a therapist finds a place to sit behind a one-way mirror. They make use of an audio, ear bug device and leads parents to internalize strategies that make the positive of the child much stronger. Consequently, parents are helped to learn many effective parenting strategies. The relationship between the parent and the child is enhanced while the problematic aspects decrease.

· Family and individual Therapy:

When you child is provided with individual therapy, they will easily learn how to cope with the anger seizures. They will learn alternative ways of expressing their feelings in a respectable way. Family therapy is known to help to improve one’s communication with the other family members. It encourages unity among family members.

· Cognitive problem-Solving Training:

The child will identify and modify though patterns that create the problems of behavior that they might be suffering from. The collaborative problem-solving approach could help to improve a parent and the ODD child.

· Collaborative Problem Solving (CPS):

CPS has been noted to be a promising problem as far as dealing with children with ODD is concerned. CPS seeks to help problematic children to learn how to deal with disappointment and frustrations. It helps them to learn flexibility. Both parents and their children practice brainstorming in search of solutions to problems. They negotiate and opt for solutions that work for both parties. They learn how to resolve issues without developing a conflict.

· Training in Social Skills:

A child may gain from a therapy that aims at making them to easily fit into the society that they live in. Even though some techniques used in parenting may seem obvious, it is not easy to learn to apply them consistently, especially when parents are confronted with challenges.

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Routine and practice helps parents to internalize the skills (Mayo Clinic, 2018).

Parental Interventions in handling children with Conduct Disorder

Some children manifest repetitive emotional and behavior complications. Such children re said to have conduct disorder. Children with the conduct disorder problem have a serious problem in following rules, being empathetic and even respecting other people’s personal space. Such children are commonly regarded as delinquent by the society around them. The conduct disorder condition arises because of several factors. Some common factors include neglect, vulnerability genetically, traumas, failure in school and child abuse (American Academy of Child and Adolescent Psychiatry, 2017).

It is important that children with conduct disorder be treated by a mental health professional with experience. It is common for children suffering from conduct disorder to exhibit other co-existing complications such as PSTD, anxiety, ADHD, problems in learning, substance abuse and disorders in the way they think. Such problems can be treated successfully. Available research indicates that children with conduct disorder will continue experiencing the problems if they and their families are not subjected to proper treatment. A lot of conduct disorder children cannot cope with the adulthood demands. They find it hard to maintain a job or even a relationship (American Academy of Child and Adolescent Psychiatry, 2017).

There are many family-based therapies of the conduct disorder problem that have been developed. They are based on evidence. They have recently been shared among over 800 communities in their practice centres. The models used include:

· Multi-family group: It is designed to help families experiencing similar problems to cooperate in resolving their problems. I provide an avenue for acquiring new skills and knowledge in dealing with children with the conduct disorder problem. The model uses both educational content that is structured and allows time for the participants to socialize. It may incorporate such social activities as attending a concert, enjoying a common potluck supper or going to the movies. Such a group should constitute between 10 to 12 parents from diverse socio-economic backgrounds. The sessions should be designed to run for between 1 and 2 hours (Henggeler and Sheidow, 2012).

· Functional Family therapy: the program is designed to handle children that are dysfunctional or youths experiencing problems in their behaviour. The model has been used in a wide range of settings and with a large number of patients from various backgrounds. The targeted groups fall within the pre-adolescents to young people with severe or moderate issues such as CD, violent behaviour and drug abuse. The sessions for treatment stretch between 12 and 14 hours. Each session has specified aims, foci for assessment, specified techniques for intervention and the therapeutic skills needed to succeed (Henggeler and Sheidow, 2012).

· Multidimensional Treatment: The model was created in the early 80s. The model was aimed at offering foster care based within the community that would be an alternative to detention by the state. I was to handle cases that had proved difficult for other ordinary foster care centres. The model is informed by the social learning theory principles. They are about behaviour and the effect of the social environment on the learning process. The interventions are put to use in a socio-ecological setting that puts emphasis on the major and important role of supervision by parents. It also seeks to promote performance at school (Henggeler and Sheidow, 2012).

· Brief Strategic Family therapy: The model is informed by family and strategic theories. It applies techniques of family therapy to positively alter how family members interact. The modification is aimed at eliminating the interactive systems that encourage the conduct disorder occurrence and problem behaviour exhibited by the children. Reaching a therapeutic alliance is gained by joining the members of the family. The approach focuses on the strengths. It is what gives guidance to the assessment and the treatment plan. The maladaptive interactive patterns that have been identified are dealt with through restructuring. The procedure includes solving problems practically via a format that is already prescribed. Individualization of services is done based on the needs of each of the families, and provided in the family weekly clinic of home sessions. The treatment duration is, typically, four months. The sessions can stretch between 8 and 24; as determined by the family needs (Henggeler and Sheidow, 2012).

Appropriate teacher-intervention in handling Conduct Disorder learners

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